KARCHER STAFF BLOG
2019-2020 Karcher Calendar
Facebook Page: https://www.facebook.com/KarcherMiddleSchool/
BASD Staff Blog: https://basdstaffnews.blogspot.com/
2019-2020 Karcher Calendar
Facebook Page: https://www.facebook.com/KarcherMiddleSchool/
BASD Staff Blog: https://basdstaffnews.blogspot.com/
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Kudos
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- Kudos to Dustan Eckmann and Liz Deger on a fabulous orchestra concert! It is always great to see the progress our students make and to see them excited to play for an audience! Thank you also to Rod Stoughton for assisting with the sound for the evening.
- Great job to the whole staff for putting together a great afternoon assembly schedule for our students prior to our break! It was a great way to provide students with a sense of community while also showing the need for responsibility when it comes to their academic learning. Thanks again for putting it all together as a team!
- Last but not least... thank you to Mike Jones for wanting to bring in a little extra holiday cheer throughout the month of December! What a great idea! Below in the Info/Reminders is the list again just in case you need to find it!
Article this week:
What Teachers Really Need to Know About Formative Assessment
Chapter 1. The Fundamentals of Formative Assessment
This chapter looks at the essential principles of formative assessment and provides a preview of best practice. Our focus here is both the content and context of formative assessment: its basic elements and some of the reasons it has risen to prominence and gained support as an effective means of improving student learning.
Essential Principles
The information in this section has been gathered from numerous sources and aligned around three significant concepts: (1) formative assessment is student focused, (2) formative assessment is instructionally informative, and (3) formative assessment is outcomes based.
In an effort not to duplicate information available in other resources, I have condensed the elements and their definitions quite a bit. If you would like to read more about the fundamentals of formative assessment, I recommend “Working Inside the Black Box” (Black, Harrison, Lee, Marshall, & Wiliam, 2004); Classroom Assessment for Student Learning: Doing It Right— Using It Well (Stiggins, Arter, Chappuis, & Chappuis, 2004); and Classroom Assessment and Grading That Work (Marzano, 2006).
In an effort not to duplicate information available in other resources, I have condensed the elements and their definitions quite a bit. If you would like to read more about the fundamentals of formative assessment, I recommend “Working Inside the Black Box” (Black, Harrison, Lee, Marshall, & Wiliam, 2004); Classroom Assessment for Student Learning: Doing It Right— Using It Well (Stiggins, Arter, Chappuis, & Chappuis, 2004); and Classroom Assessment and Grading That Work (Marzano, 2006).
Formative Assessment Is Student Focused
Formative assessment is purposefully directed toward the student. It does not emphasize how teachers deliver information but, rather, how students receive that information, how well they understand it, and how they can apply it. With formative assessment, teachers gather information about their students' progress and learning needs and use this information to make instructional adjustments. They also show students how to accurately and honestly use self-assessments to improve their own learning. Instructional flexibility and student-focused feedback work together to build confident and motivated learners.
In brief: Formative assessment helps teachers
- Consider each student's learning needs and styles and adapt instruction accordingly
- Track individual student achievement
- Provide appropriately challenging and motivational instructional activities
- Design intentional and objective student self-assessments
- Offer all students opportunities for improvement
In practice: Students in Mrs. Chavez's English class are studying character development. They have read about Scout in To Kill a Mockingbird and Holden Caulfield in The Catcher in the Rye.
Early in the unit, Mrs. Chavez asks her students to define a character trait and give an example of someone in literature or in real life who demonstrates that trait. She gathers their examples in a list, which she posts in the classroom. This is valuable information about the starting point for the unit: in this case, it helps the teacher determine whether she needs to clarify the concept of character traits or can move on with the application of character traits to literature.
Based on the data her students provide, Mrs. Chavez decides to move forward. She arranges the class into random groups and asks each group to write all the character traits of Scout that they can think of on individual yellow sticky notes—one trait per note—and then do the same for Holden Caulfield, this time using blue sticky notes. Then each group posts their responses on the original list of traits, alongside each character trait. Areas of agreement and disagreement are discussed. Mrs. Chavez uses a questioning strategy to elicit information and to clarify any lingering gaps in understanding or accuracy. Following this, students work on their own to create a T chart for each character, using the left side of the T to list life experiences and challenges and the right side to list how these factors have influenced traits and behaviors. Note that Mrs. Chavez has done very little lecturing or whole-class teaching to this point, making for a very student-focused lesson.
Formative assessment is purposefully directed toward the student. It does not emphasize how teachers deliver information but, rather, how students receive that information, how well they understand it, and how they can apply it. With formative assessment, teachers gather information about their students' progress and learning needs and use this information to make instructional adjustments. They also show students how to accurately and honestly use self-assessments to improve their own learning. Instructional flexibility and student-focused feedback work together to build confident and motivated learners.
In brief: Formative assessment helps teachers
- Consider each student's learning needs and styles and adapt instruction accordingly
- Track individual student achievement
- Provide appropriately challenging and motivational instructional activities
- Design intentional and objective student self-assessments
- Offer all students opportunities for improvement
In practice: Students in Mrs. Chavez's English class are studying character development. They have read about Scout in To Kill a Mockingbird and Holden Caulfield in The Catcher in the Rye.
Early in the unit, Mrs. Chavez asks her students to define a character trait and give an example of someone in literature or in real life who demonstrates that trait. She gathers their examples in a list, which she posts in the classroom. This is valuable information about the starting point for the unit: in this case, it helps the teacher determine whether she needs to clarify the concept of character traits or can move on with the application of character traits to literature.
Based on the data her students provide, Mrs. Chavez decides to move forward. She arranges the class into random groups and asks each group to write all the character traits of Scout that they can think of on individual yellow sticky notes—one trait per note—and then do the same for Holden Caulfield, this time using blue sticky notes. Then each group posts their responses on the original list of traits, alongside each character trait. Areas of agreement and disagreement are discussed. Mrs. Chavez uses a questioning strategy to elicit information and to clarify any lingering gaps in understanding or accuracy. Following this, students work on their own to create a T chart for each character, using the left side of the T to list life experiences and challenges and the right side to list how these factors have influenced traits and behaviors. Note that Mrs. Chavez has done very little lecturing or whole-class teaching to this point, making for a very student-focused lesson.
Formative Assessment Is Instructionally Informative
During instruction, teachers assess student understanding and progress toward standards mastery in order to evaluate the effectiveness of their instructional design. Both teachers and students, individually and together, review and reflect on assessment outcomes. As teachers gather information from formative assessment, they adjust their instruction to further student learning.
In brief: Formative assessment
- Provides a way to align standards, content, and assessment
- Allows for the purposeful selection of strategies
- Embeds assessment in instruction
- Guides instructional decisions
In practice: During a high school social studies unit on the development of American nationalism after the War of 1812, Mr. Sandusky uses a series of assessments to monitor his students' developing understanding of the presented material. Mr. Sandusky begins with a pre-assessment focused on content similar to what students will encounter in the final selected-response test. After reviewing the pre-assessment data, he concludes that his students either remember little of their prior learning about the material or haven't been exposed to these topics before. He had intended to begin the unit with a discussion of how the popularity of “The Star-Spangled Banner” fueled nationalistic spirit but decides to alter those plans somewhat by having students read articles about the War of 1812, grouping them by readiness and assigning purposefully selected readings. One group reads about the reasons the United States and Britain went to war, another reads about specific events that occurred during the war, and a third reads about Francis Scott Key. Each group reports out, sharing information with the rest of the class.
As the unit progresses, students keep track of their learning and assignments on a work-along, turning it in to Mr. Sandusky every day for a quick check. For example, they describe causes of the war, answer a question about Key's motivation to write “The Star-Spangled Banner,” and note the location of the battle he observed (Baltimore's Fort McHenry). This is followed by a Corners activity where students pick different lines of the song to analyze and respond to in terms of relevance to current events. Later, after a discussion of the diverse opinions on the War of 1812, the teacher asks students to report one pro and one con viewpoint. To probe students' understanding of the significant outcomes of the war, he asks the class to describe three specific changes in the power of the U.S. government that resulted from the war. In these activities, Mr. Sandusky works to align his formative assessment questions with the lesson's specific objectives, incorporate the questions into instruction, and use the information to guide future instruction.
During instruction, teachers assess student understanding and progress toward standards mastery in order to evaluate the effectiveness of their instructional design. Both teachers and students, individually and together, review and reflect on assessment outcomes. As teachers gather information from formative assessment, they adjust their instruction to further student learning.
In brief: Formative assessment
- Provides a way to align standards, content, and assessment
- Allows for the purposeful selection of strategies
- Embeds assessment in instruction
- Guides instructional decisions
In practice: During a high school social studies unit on the development of American nationalism after the War of 1812, Mr. Sandusky uses a series of assessments to monitor his students' developing understanding of the presented material. Mr. Sandusky begins with a pre-assessment focused on content similar to what students will encounter in the final selected-response test. After reviewing the pre-assessment data, he concludes that his students either remember little of their prior learning about the material or haven't been exposed to these topics before. He had intended to begin the unit with a discussion of how the popularity of “The Star-Spangled Banner” fueled nationalistic spirit but decides to alter those plans somewhat by having students read articles about the War of 1812, grouping them by readiness and assigning purposefully selected readings. One group reads about the reasons the United States and Britain went to war, another reads about specific events that occurred during the war, and a third reads about Francis Scott Key. Each group reports out, sharing information with the rest of the class.
As the unit progresses, students keep track of their learning and assignments on a work-along, turning it in to Mr. Sandusky every day for a quick check. For example, they describe causes of the war, answer a question about Key's motivation to write “The Star-Spangled Banner,” and note the location of the battle he observed (Baltimore's Fort McHenry). This is followed by a Corners activity where students pick different lines of the song to analyze and respond to in terms of relevance to current events. Later, after a discussion of the diverse opinions on the War of 1812, the teacher asks students to report one pro and one con viewpoint. To probe students' understanding of the significant outcomes of the war, he asks the class to describe three specific changes in the power of the U.S. government that resulted from the war. In these activities, Mr. Sandusky works to align his formative assessment questions with the lesson's specific objectives, incorporate the questions into instruction, and use the information to guide future instruction.
Formative Assessment Is Outcomes Based
Formative assessment focuses on achieving goals rather than determining if a goal was or was not met, and one of the ways it does so is by helping to clarify learning goals and standards for both teachers and students. Teaching and learning are based on these standards. Students know the criteria for meeting the standards and are frequently shown exemplars. Teachers give frequent and substantive feedback to students about their progress, pointing out both strengths and areas that need improvement. Teachers plan steps to move students closer to learning goals. Work is assessed primarily on quality in relation to standards rather than student attitude or effort.
In brief: Formative assessment
- Emphasizes learning outcomes
- Makes goals and standards transparent to students
- Provides clear assessment criteria
- Closes the gap between what students know and desired outcomes
- Provides feedback that is comprehensible, actionable, and relevant
- Provides valuable diagnostic information by generating informative data
In practice: A curricular standard for 10th grade Biology requires that students understand the chemical basis of all living things. In her classroom, Ms. Jefferson asks students to track their progress toward the specific objective of describing, comparing, and contrasting the molecular structure of proteins, carbohydrates, and fats. The applied learning comes from explaining how these differences are exhibited by foods that students eat every day. Ms. Jefferson uses a signaling activity to get a baseline assessment of where her students stand; afterward, she delivers a traditional lecture, beginning the lesson (as she will all lessons) by stating the specific learning outcome students are expected to master and then focusing on transitioning students from what they know to what they need to know. Students keep a record of their learning by recording specific content knowledge in lab report notebooks. In one section, they draw the molecular structure of proteins, carbohydrates, and fats. Later in the unit, they watch a video and fill in a provided empty outline and then complete a lab in which they test a variety of foods for the presence of proteins, carbohydrates, and fats and report their findings in their lab notebooks. Ms. Jefferson reviews these notebooks regularly to monitor student progress and understanding, provide specific feedback, and inform her instructional decisions. Other formative assessment strategies she uses include Bump in the Road and Feathers and Salt.
Formative assessment focuses on achieving goals rather than determining if a goal was or was not met, and one of the ways it does so is by helping to clarify learning goals and standards for both teachers and students. Teaching and learning are based on these standards. Students know the criteria for meeting the standards and are frequently shown exemplars. Teachers give frequent and substantive feedback to students about their progress, pointing out both strengths and areas that need improvement. Teachers plan steps to move students closer to learning goals. Work is assessed primarily on quality in relation to standards rather than student attitude or effort.
In brief: Formative assessment
- Emphasizes learning outcomes
- Makes goals and standards transparent to students
- Provides clear assessment criteria
- Closes the gap between what students know and desired outcomes
- Provides feedback that is comprehensible, actionable, and relevant
- Provides valuable diagnostic information by generating informative data
In practice: A curricular standard for 10th grade Biology requires that students understand the chemical basis of all living things. In her classroom, Ms. Jefferson asks students to track their progress toward the specific objective of describing, comparing, and contrasting the molecular structure of proteins, carbohydrates, and fats. The applied learning comes from explaining how these differences are exhibited by foods that students eat every day. Ms. Jefferson uses a signaling activity to get a baseline assessment of where her students stand; afterward, she delivers a traditional lecture, beginning the lesson (as she will all lessons) by stating the specific learning outcome students are expected to master and then focusing on transitioning students from what they know to what they need to know. Students keep a record of their learning by recording specific content knowledge in lab report notebooks. In one section, they draw the molecular structure of proteins, carbohydrates, and fats. Later in the unit, they watch a video and fill in a provided empty outline and then complete a lab in which they test a variety of foods for the presence of proteins, carbohydrates, and fats and report their findings in their lab notebooks. Ms. Jefferson reviews these notebooks regularly to monitor student progress and understanding, provide specific feedback, and inform her instructional decisions. Other formative assessment strategies she uses include Bump in the Road and Feathers and Salt.
Information/Reminders
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New Construction Information
- To separate out information just pertaining to the new middle school I put together a blog just for the 6-8 KMS building!
- Click HERE to access the new building blog. I will add information here when things come up and will always have the link here in the blog for all of you! I will even add it to the Karcher Calendar :)))
This week:
- Monday, December 2 - BLT Meeting starting at 2:40-3:30.
- Click HERE for the BLT notes. Please add anything that your team feels we need to discuss!
- Tuesday, December 3 - Band Concert at 7:00pm in our Karcher gym!
- Wednesday, December 4 - PLC within your content area teams (not in the library). Focus for our December PLCs is around your Essential Skill work or your development of strategy groups based on your formative data. As always, please call up to the office if you would like Annie or I to come to your PLC group, otherwise we will circle around!
Holiday Cheer Days - THIS WEEK!!!
- Monday, December 2 - Check your mailbox for a Holly Jolly Treat. (if you don't have a mailbox there will be a treat with your name on it on the counter in front of the mailboxes).
- Tuesday, December 3 - Guess and Win. Guess how many kisses are in the jar and win the jar of candy to share with who you want (or keep it all for yourself). Guesses must be submitted by 2:30...the jar of kisses is located by the staff mailboxes.
- Wednesday, December 4 - Donut worry about breakfast this morning. Dunkin Donuts will be in the office for you to enjoy.
- Thursday, December 5 - We are "Plaid" it's almost break...Dress in Plaid for the day.
- Friday, December 6 - Attend the Karcher Christmas Party @ Bubba's after school.
- Theme of the day is "Best Christmas Attire," interpret that how you wish. We will vote at 4:30 and the winner will be announced at 5:00 at Bubba's.
- Also... if you want to participate in the White Elephant exchange bring your gift by 4:00 as the exchange will start at 4! If you have questions about the exchange Barb Berezowitz is the person to ask! (Thank you Barb for organizing)
Looking ahead for the holidays...
- Dec. 9- Coffee House Coffee and Hot Chocolate in the office. Enjoy!
- Dec. 10- Reindeer Games. Throughout the school are 25 pictures of this cartoon reindeer. Find one and take it to Kim in the office and pick a prize.
- Dec. 11- Holiday Trivia. I will put a sheet of Trivia questions in your mailbox and the first 10 people to return their forms to me with the most correct answers will receive a prize. Please do this without the use of the internet or help from other people. Forms are due no later than 2:30.
- Dec. 12- Time to dress festively...dress in red and green in the spirit of Christmas.
- Dec. 13- Festive Float Friday. There will be Rootbeer and Orange Floats with all the fix-ins in the lounge in the office. Help yourself to a float or two throughout the day.
- Dec. 16-20:
- Follow the Student council spirit days and participate if at all possible. The kids really enjoy when we get in the spirit.
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Pictures from the week
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Orchestra Concert Pics!!!
